DOCUMENT RESUME AC 003 194 ED 026 574 By- S tahre, Sven-Arne Adult in . Swedish Inst., . Pub Date 66 Note- 43p. EDRS Price MF-$0.25 HC-$2.25 Correspondence Schools, DiscussionGroups, Financial Support, Descriptors-*, Attendance, Surveys, *Folk Schools, *General Education,Leadership Training, *Lecture,Libraries, Mass Media, *National Organizations (Groups), ResidentialPrograms, Units of Study (SubjectFields) Identi fiers -*Sweden The chief components ofSwedish formal adult education are(1) independent of public affairs and ofselected aspects of lectures, which stress popularization impart to culture, science, andtechnology; (2) the folk highschools, whose object is to young adults ageneral and civic education;(3) special schoolsoperated by the (4) study circles, which arefellowship groups that meet to popular movements; and subjects according to a pursuetheoretical and practicalstudy of particular predetermined plan. Lecture activities areorganized and coordinated atseveral support; the studycircles and folk high schools levels, and receive some government out of ten adult are largelygovernment subsidized.Study circles, annually serving one , cover a broad rangeof subjects; fine arts andforeign languages have media, libraries, become especially popular.Lecture series, residential courses, mass other programs supplementthe study circles.(The correspondence study, and and a document includes enrollmentand attendance data, lectureactivities (1963-64), list of 13 approved nationaladult education organizations.)(ly) C

U.S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. AGIT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENTOFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

Adult Education inSweden by Sven-Arne Stahre , ..:feleWeeer

SWEDEN TODAY is a series of articles in brochure form dealing with different aspects of Swedish life. A list of titles is available from the Swedish Institute, Box 3306, Stockholm 3, Sweden. The articlesmay be quoted or reviewed without special permission, unless otherwise in- dicated.

The Swedish Institute for Cultural Relations with Foreign Countries was founded in 1945. Its affairs are managed by a Council of one hundred persons and a Board with a maximum of 15 members. Under its charter the Institute is authorized to foster Sweden's cultural, so- cial and economic relations with other countries by programs of infor- mation, cultural exchange and other means. The Institute's activities are financed by grants from the Ministry for Foreign Affairs and the Ministry of Education and Cultural Affairs, and by donations from companies and organizations. The head office is at Kungsgatan 42, Stockholm. Foreign offices are located in England at 49, Egerton Crescent, London S.W .3, and in France at 125, Avenue des Champs- Elysées, Paris 8e. Activities in other countriesare carried on in association with embassies, legations, consulates, chambers ofcom- merce, and lecturers at foreign . The Institute' s most important duties are: to receive foreign stipendiaries and send Swedish stipendiaries abroad; to arrange invitations to scientists and visiting lecturers for tem- porary assignments in Sweden, and to make similar arrangements for Swedes abroad; to organize summer courses in Sweden for foreign students; to formulate study programs for foreign experts visiting Sweden; to support instruction in Swedish at foreign universities; to support translation of into foreign languages and to promote cultural exchangein music, drama and thearts; to disseminate information on Swedis' culture and social life by means of films, exhibitions and print media. The information services of the Institute relateto all subject matter areas of general interest. Examples are education, social welfare, the Swedish economy, industrial relations, national defense,town and country planning, arts and crafts, and drama. Furtherinforma- tion may be obtained from the Institute directlyor from Swedish diplomatic missions abroad.

. ADULT EDUCATION INSWEDEN,

by Sven-Arne Stahre

The Swedish Institute STOCKHOLM fIrITRfrrel.ns,

Contents: Page PREFACE 3

WHAT IS MEANT BY ADULT EDUCATION? 3 Its general scope 3 Sponsoring organizations 4 Objectives Scope 8 Government views on adult education 8

PROCEDURES AND INSTITUTIONS 9 llb Lecturing activity 9 General observations 9 Offerings 11 Arrangers 11 Public support 12 The folk high school 12 Background 12 Programmes 14 Enrollment 15 Public support 16 Special schools operated by the popular movements 17 The educational associations 17 Overview 17 Study circles 19 Definition 19 Procedures 20 Subject offerings 22 Enrollment 23 Grants -in-aid 24 Leisure series 25 In-residence courses 25 Leisure groups for young people 26 Other programmes 27 Correspondence schools 28 Libraries 28 Broadcasting 29

LISTS AND TABLES 32

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PREFACE The purpose of this booklet is to review the present state of Swedish adult education. Historical background will be given only fragmentary treatment. However, the text does not lay claim to completeness even as regards its avowed purpose. Any attempt to mark the limits of adult education leaves room for question marks. For example, much of the informadon communicated by newspapers and magazines has a direct or indirect bearing on the level of knowledge and attainment. So does the work of museums when they put on their permanent or temporary exhibitions. For want of space here, however, these and similar activities have been excluded from our frame of reference. More specifically, this booklet seeks to orient visitors to Sweden to what is recognized, more or less, as institutionalized adult educa- tion. In so doing, it will describe the conditions under which this work is carried on, as well as its most important methods and pro- cedures.

WHAT IS MEANT BY ADULT EDUCATION? Its general scope As understood in Sweden, adult education refers to learning activi- ties voluntarily pursued by mature persons in their spare time. Persons who have reached their 18th birthday are usually regarded as adults for purposes of adult education. But in certain kinds of activity (as carried on by study circles, for example) the lower age limit may be set at 14. Obviously, no limits apply in regard to adult education by public library, radio and TV broadcasts, and the like. By tradition, adult education in Sweden is nonvocational. The need to train people for wage-earning occupations, or to provide added vocational skills, is catered for by special schools; such schools, as well as various vocational courses, may be run under the aus- pices of local, regional or national government, or by private enter-. prise.

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A few comments are in order here, however. During its larly histo- ry much of adult education sought to supplement brief and inadequate schooling by offering facilities for elementary studies, as in Swedish and mathematics. But as compulsory education was lengthened with the expansion of the school system, adult education has no longer had to fill this gap to the same extent. But the need remains for certain groups of older persons, as well as within other age groups; this is particularly true of foreign languages, in which elementary instruction was not provided by the compulsory school until rather recently. Considering, too, the development of international con- tacts and the limited currency of the Swedish language, we can readily see why foreign languages occupy so large a place in adult education. These elementary studies, naturally, cannot be directly subsumed under vocational training. Still, they comprise an essential compo- nent of formalized basic education - the improvement of skills by practice - which gives them a unique status in adult education. It is also relevant here to note that the question of adult education in relation to vocational training has been debated with increasing fervor in the past few years. Generally speaking, as more and more knowledge is required of people already engaged in the job world, greater demands are being put on adult education. On the other hand, basic vocational training (for those not yet employed) largely continues to fall outside its scope. In recent years, for instance, adult education has successfully coped with efforts to offer studies designed to confer academic qualification; and prepa- ratory courses for admission to higher institutions of learning are increasingly common, as shown by the syllabuses of folk high schools. Not a few adult educators are strong supporters of this trend. Sponsoring organizations Swedish adult education in the modern sense has traditions dating back more than 100 years. Before the country started industrializing in earnest in the mid-19th century, the work of educating adults was - 5 sustained by many Lutheranchurchmen and nonconformists,by groups of universitygraduates, and by elementaryschool teachers (in large part a consequence ofthe Compulsory EducationAct of 1842). These efforts, however,did not impinge on a largerbody of citizens until industrializationbecame more widespread.Since the middle of the 19th century,adult education has kept pacewith the social and economictransformations wrought by this process. In the wake of industry cameurbanization, which in turn led tothe unusually vigorous growth oforganizations on a voluntarybasis. Even during the 19th century manyof these had come to beof na- tionwide scope, and they havesince achieved unusualstrength and stability in Sweden. Idealisticbodi/Js, such as those whichevolved from the temperance movement,and interest groups, asexempli- fied by consumer cooperativesand trade unions, becamethe foun- tainheads of new ideas andreformist endeavors which werefostered by large sections of thecoinmunity as industrialismgained ground. Organized causes are generallyknown in Sweden as popular move- ment.., and theirideological and economic influencehas long been, and still is, a great one. Andwhen we consider that theirmember- ship numbers in the hundredsof thousands, these popular move- ments also compriseimportant "lobbying" groups intheir own right for the exercise of indirectpolitical pressure. Why have these movementsbecome so strong? One reason,surely, is that they havealways appreciated theimportance of knowledge; from the very beginning,they saw to it that theirmembers were enabled to learn not onlyabout the conditions andobjectives of their own organizations,but also about the socialand economic problems of society at large. Theytherefore came to sponsor programmesof adult education whichconcentrated on training forbetter member- ship and citizenship. In sodoing, they have beenable to preserve their identity againstencroachment from theoutside. Further, they have been able to recruitthe vast majority ofleaders from their own ranks, and instilled inmembers a sense of communionand responsibil- ity both towards their ownorganization and towards thelarger society. - 6

Today, the popular movements sponsor those sectorsof Swedish adult education which reach out to large groups ofcitizens. Their achievements have wrought a popular movement inits own right. The educational traditions developed by these movements -and which have sprung directly from their specific attributes -continue in great measure to determine the focus ofpresent-day adult educa- tion in Sweden. Moreover, the methods now in use arelargely a distillation of the experiences gained by the popular movements. In order to realize their aspirations in this field, thepopular movements have formed their own educationalassociations. Each has its own board and its own administrators,although they na- turally perform their duties in close collaboration with the parent body or bodies. Some of the associations are sponsored by asingle movement, others by a group of allied movements. There are now 13 educational associations related to themajor organized causes. In addition they are recognized by the highest educational authority in the the National Board of Education, which means that they qualify for government grants-in-aid. All these groups are national in scopes with a centralheadquarters as well as regional and localrepresentation. They are organized along democratic lines, that is, an annual general assembly elect:, the board of management; the board, in turn, appointsthe execu- tives :n charge. The regional and local offices aresimilarly struc- tured. A list of the approved educational associations isgiven on page 32. Other sponsors of adult education in Sweden include some communes, which run evening courses and night schools for theirinhabitants. A large group of folk high schools are sponsored by the countycouncils. The public libraries derive most of their support from localauthori- ties. As regards radio and TV, the national government may besaid to act as sponsor by virtue of the power its exerts overappointments to the Board of Directors of Sveriges Radio-TV, thenational broad- casting organization; the popular movements are alsorepresented on the Board, but their influence is notdominating. _

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Objectives As has already been observed,Swedish adult education concentrates on enabling large groupsof citizens to improve theirgeneral attain- rnents. It does not confineitself to intellectual exercises,but seeks to provide the meansfor character development as awhole. Adult education therefore takes in allwalks of life, ranging fromorienta- tion to the latest advancesof science and technology tochanges in the social, economic andpolitical scene, to the problemsof inter- national coexistence and of thedeveloping countries, and tolitera- tu !e, theatre, music,the fine and applied arts, andother aspects of culture. In addition, adulteducation has taken uponitself the task of making good thedeficiencies resulting from formaleducation; this it has largely done at acomparatively elementary level,but more recently it has also ventured into moresophisticated fields. A self-evident objective ofadult education is to helpindividuals in their quest for learning andknowledge. But by virtue of itsmethods, it seeks at the same time toprovide them with maximumopportuni- ties for developing proficiencyin the art of living and gettingalong together. Teamwork and othercollective techniques accordingly form an integral part of adulteducation activify. Other criteria which thisactivity must satisfy are: - Theremust be no constrainingbarriers: no one is to be excluded from taking part, and it is left tothe individual to selectsubject and procedure. -Participation is voluntary: no oneshall be forced to participate by pressure or other means. There shall be no indoctrinationof subject matter. Studiesshall be approached fromall sides, and objectivity,tolerance of dissent, and unbiassed search for thetruth shall be the guiding stars. The activity shall bedemocratic: the participants meet asequals, :aid the democraticwajr of life pursued in the society atlarge shall determine the spirit and toneof the work. 8

popular movements arethe sponsors, adulteducation shall - Where the better to resolutely foster theself-development of members, enable them to make moremature contributionsto the endeavors of their organizationand of society atlarge. available to all citizens. - Theactivity shall makecultural values used, and of thegeneral In consequence ofthe group procedures studies focus of adulteducation as indicatedabove, the elementary predominant. In different ways,however, adult educa- are largely deeper tion aims further at newand higher levelsof knowledge and at Although it is possible penetration of differentbranches of learning. continued use of groupprocedures, to achievethis aim in part by continues on his own support is alsogiven to theindividual as he interest. in those specialfields that commandhis particular

Scope adult education has grownto become As mentionedearlier, Swedish the end of this a popularmovement in its ownright. The tables at booklet show thatannual enrollment inthe various programmes that at least numbers in thehundreds of thousands.It is estimated extended form one of tenadult Swedes isengaged each year in some not include occa- of systematiclearning activity.This estimate does happen to tune in on anadult sional visitors tolectures or those who education programme overradio or TV. and By far the greaternumber of participants arewage-earners their families - inshort, the broadestsection of thecommunity. pronounced. The enrollmentof blue-collarworkers is especially Government views onadult education ever since itbegan to Adult education hasenjoyed public support libraries, lectures take shape inmodern guise. Thisis true of the in particular thestudy and the folk highschool. Certain sectors, movements, did notqualify for circle, as developedby the popular in 1947 such support until alater date. Amilestone was reached 9 when the authorized grants-in-aid designedin principle to underwrite half of certain specified expensesincurred by the acti- vities of study circles. The county councils and communes have also grantedincreased support to adult education in its various forms. Public support of adult education does not entailinterference with its procedures or subject offerings. T,-_e stringstied to grants-in- aid are of a formal nature, that is, specifiedcriteria must be met in regard to number of participants, length of courses,qualifications of leaders, and the quality of teaching aids used.Instructional pro- grammes and forms of study are notsubjected to public examination. As already mentioned, the aducational associations set upby the popular movements must be recognized by the NationalBoard of Education in order to qualify for grants-in-aid. Approval status is held by 13 associations at the present time, andhas been accord- ed after examination of thei- organizational stability, scope,and general objectives. Another condition is that theBoard must approve each association' s director of studies as qualifiedfor his duties. The Board of Education has a separate Adult EducationDivision to deal witli matters in this field. The Division distributesgrants-in- aid, enforces the observance of regulations, and arrangesother contacts within the widely ramified branches ofadult education.

PROCEDURES AND INSTITUTIONS Lecturing activity General observations As in other countries the independent lecture,where an instructor confronts his audience on a single occasion, is oneof the tried and true methods of adult education in Sweden.Itinerant lecturers have done pioneering work in rural areas by bringing manypeople from different walks of life in touch with developmentsin science, art and other cultural fields. Although their functions may nowbe said - 10 - to have been taken over to some extent by radio andtelevision, the face-to-face contact of speaker and audience is still enough of a gal- vanic force to justify continued use of the lecture form. Perhaps the chief value of the single lecture is to stimulateinterest in a certain subject and to point the way to books and other means for pursuing more regular studies. Changing times have perforce wrought great changes inthe form and substance of independent lectures. Today' s lecturer drawsheavily on audio-visual aids to amplifyhis oral presentation. It is also be- coming more common to recast the lecture as a colloquy or panel discussion in which more people take part. Early provision was made in Swedish adult education foralternatives to independent lectures in thc form of lecture seriesand lecture courses. In the series type of lecture programme,four lectures on one theme are given by the same person. A typical programmestarts on one day and ends on the next.The combined length of lectures must not be less than four hours. Activeparticipation by the audience is assumed, with questions being put and answered on bothsides of the platform. Between lectures the participants haveusually been given something to think about, and the fruits of theirhomework pro- vide a starting point for the next lecture. In this way thelecture series acquires a mo,:e systematized learning content thanis true of the single lecture. A course of lectures develops one subject or group ofallied subjects at greater length, though with all sessionsstill scheduled for evening hours. Efforts are made in all types of lectures to encourageself-activity. Wherever possible, the actual lecture is supplemented by amethod of group work known as buzz sessions, in whichlearners trash out the subject matter and then report their findings.Direct participa- tion of this kind is one applied example of theabove-described peda- gogical principles which guide Swedish adult education. Offerings Lectures cover a widevariety of subjects. Inthe single-lecture type of programme,the most popularofferings are in literature (presentations of authors andtheir works) and music(folk and classical). Single lectures alsoseek to orient listenersto the latest advances of scienceand technology, and totopical social, economic and politicalissues, including theirinternational aspects. As a rule lecture series areorganized as supplements toother types of local learningactivity, in particular thestudy circle. Subject offerings aretherefore determined withreference to the community setting. Even so,they tend to be swayedby the general social, economic, publicand cultural issues of theday. Lecture courses arechiefly intended for peopleunwilling to com- mit themselves to moresystematic study, yet whowant more de- tailed orientation to aspecific subject or a broadersubject area. Here again prominenceis given to publicaffairs, as well as to selected aspects of culture,science and technology.

Arrangers Programmes are organizedby local lecturing institutes,by the regional and local branchesof the educationalassociations, and by Sveriges Radio-TV(the Swedish BroadcastingCorporation). The institutes andassociations collaborate inthis sector through the medium of librariesand museums, whichregard lecture pro- grammes as a partof their extension services. Much of the lecturingactivity is regionallyintegrated by liaison groups in adulteducation known as countyeducational societies. Within each county all theadult education organizationsare affi- liated with such a group.Time has proved thesocieties to be effective coordinators,especially of lecture programmes. The local institutesand the county educationalsocieties are mem- bers of the NationalAdult Education Association(Folkbildningsforbundet). formu- Together with theapproved educationalassociations the NAEA

'witiLiata: lidahibi4amutegAwrica,VglAblaiiiia6., lates general policy on lecture programmes. Centraladministration is in the hands of the Central Bureau for Lecturing Activities(Folk- bildningsorganisationernas farelasningsbyra), jointly set up by NAEA and the educational associations. The Bureau is managed by aboard consisting of representatives from the affiliated members. Its prin- cipal duties are to approve lecturers and to distribute grants-in-aid. Separate lecture programmes are run on a large scale by the po- pular movements. Their purpose is twofold: to inform members of their organization' s current problems and attitude to these problems; and as a part of training programmes which the popular movements offer for their officials and members. Theselarger programmes are conducted either inresidential schools or in schools operated by the movements themselves. The scope of lecture programmes is shown by thetable on page 34.

Public support Financial support for lecture programmes has long been available from the national government. According to the system now inforce, the local arranger of lectures incurs a fixed fee,which is of the same amount regardless of where heis located and for which he is subsequently reimbursed. This system was devised to make it easier for more remote communities to engage the services of outstanding lecturers at reasonable cost and to permit greater variety of subject offerings. The table on the back page lists the amounts presently con- tributed by the national government to lecturing programmes. The folk high school Background The first folk high schools in Sweden were founded in the1860' s and were based on ideas borrowed from Denmark. Of stronglylocal character at first, they came to be converging points and sources of strength for the cultural life of rural areas. In consequenceof the new communal laws enacted in 1862, rural peopleacquired

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affairs. This heightened re- greater influencein local and national sponsibility generated agreater need forknowledge and understand- to this goal was ing of the requirementsof citizenship. The way by the folk high opened for many youngpeople in the countryside school. Most As in Denmark everyschool took on adistinctive character. and reflected theinter- of the schools sprangfrom private initiative of the sur- ests of theirfounders as well asthe special features rounding area. They werefinanced by donationsand tuition fees, school with the result thatthey could develop apartfrom the official standardi- system. Fovic highschools did not have tocomply with the followed zation of teachingmethods and syllabuseswhich woula have if the official systemhad incorporatedthem. established Early in theirhistory, a numberof folk high schools were and over the years manycouncils have taken over by county councils, has schools which wereprivately founded. Thenational government grants-in-aid now runinto been rendering supportsince 1872, and encroaching on the lati- sizable figu'res, thoughwithout appreciably high school repre- tude enjoyed bythese schools.Even today the folk institution sents the freestand most independenttype of educational in Sweden. concept When the popularmovements embracedthe folk-high-school enrollment base wasbroadened. at the beginningof this century, the need for know- As industrialworkers and citydwellers felt a greater number of schools were ledge of citizenshipand public affairs, a movements as theirsponsors. gradually establishedwith the popular sectarian, Many critics fearedthat the schoolswould become too schools have but these fears nevermaterialized. Movement-run and generally developedinto open and trueeducational centres, of the folk high many of themhave been able topromote the growth occupations and social school. They havebrought people from new with levels to theseschools, and by virtueof their identification position to helpbring new democratic processesthey have been in a rural schools intobeing. - 14 -

As of 1965, 103 folk high schools werereceiving government support. County councils sponsored 45 ofthe schools, while the remainder operated in close relationship withdifferent popular movements. Hardly a year passes without some newfolk high school qualifying for public aid.

Programmes The object of folk high schoolsis to impart to young personsof mature years a general andcivic education. In the statutedealing with these schools, the main stressis put upon "stimulating in- struction calculated to furtherindividual thinking and moralstrength, and which ensures that thepupils shall be made familiarwith their local conditions and traditionsand with their country, itshistorical development and present socialconditions, its spiritual andmaterial resources". The following subjects arecompulsory in government-supportedfolk high schools: Swedish, history,civics, geography, mathematics, na- tural science, hygiene, singingand gymnastics. Over andabove this requirement, each school is free tooffer its own choice of subjects. The determining factor hereis the particular backgroundof a school. Some of the muvement-run schoolsallot more classroom time to con- sideration of social, public andinternational issues, othersempha- size philosophy and religion,and a third group concernsitself with practical or theoretical subjects,such as natural science. The courses given in folk highschools are based on thecurricula of the compulsory basic schooland are not directlyprevocational. They run in most schoolsfor two years, each for theperiod from October to May, during whichpupils are in residence. Inaddition there are some shorter special coursesadded as supplements to thesecond year. Practical experience in livingtogether, learning as membersof a group, and a large measureof individual freedom aresalient charac- teristics of the folk high school.The community of fellowship em- braces both teachers andpupils. At its best, day-to-daywork resolves - 15 - itself into close cooperation over commonstudies and character development. Free conversations anddiscussions enable pupils and teachers to describe theirexperiences and express their views without reservation. This dailypersonal contact between pupils and with teachers is one of the finestthings a folk high school can give. People of different political andreligious persuasions, reflecting their differences of economic, socialand occupational background, are brought together andlearn from one another. Above allthey learn to respect dissenting opinions,and to show understanding and tolerance. They are forged togetherinto one group. Many of the folk high schools havebecome important centres of adult education in ways other than thoseoffered by their regular courses. Between termsespecially, they play host to a large num- ber of adult education conferences aswell as short-term courses. Teachers and pupils also participate inmuch of the adult education work of their communities, with the teachersserving as lecturers and the pupils as leaders and membersof study circles.

Enrollment At first the folk high schoolsadmitted only males, but before long summer courses for girls werearranged. Nowadays the girls pre- ponderate. In 1965, when total enrollment wasabout 13, 000, they outnumbered their male classmates by about2,.000. The minimum age for admission is18; there is no specified maxi- mum. At present the average ageof pupils is in the neighbourhood of 20. As mentioned earlier, they comefrom a variety of occupa- tions and social levels. The majorityof them, however, still have no formal educationbeyond the compulsory basic school. Most of the pupils who alreadybelong to the working community re- turn to their previous jobsand places of employment. Theydo not regard their studies and in-schoolresidence as a stepping stone in their careers, even though someof them nowadays apply for and gain admission to higher institutions oflearning, such as schools of social work and nursing schools, on thebasis of their work at the folk high

> - 16 school. In spite of annual increases in the capacityof folk high schools, applications continue to outrunenrollments. This is as good an indication as any of the repute andpopularity which these schools enjoy. One of the explanations, of course,is to be sought in the long tradition built up by the folkhigh school in Sweden. An- other reason is that the school, by virtueof its manner of wo.,.king and the content of its instruction, provides a strongstimulus to the life of the mind. Young people thrivein the school setting; and when they leave, they see themselves and theworld around them in enriched perspective, which in turn makes themfeel better able to cope with the school oflife ahead.

Public support The national government contributes toward90 percent of the ope- rating expenses, consisting mostly of teachers'salaries. State scholarships of varying amount are granted to pupils to paytheir upkeep, part of their costs for study materials,and towards the support of dependents, if any. Scholarships areawarded on the ba- sis of a means test. Many county councils and communes providescholarships,as do various popular movements, among them the trade unions,coope- ratives and temperance organizations. We have already observed that a folk high school mustoffer certain obligatory subjects in order to qualify for stateaid. The central government does not impose conditions inregard to teaching meth- ods or course content. However, universityqualifications are re- quired of teachers in their particular subjects.Folk high schools come under the supervisionof the Adult Education Division of the National Board of Education. Since 19 12 the Boardhas employed an Inspector of Folk HighSchools for this purpose. Statistics on enrollments and size of grants-in-aidto folk high schools are given on the back page. - 17 - Special schools operatedby the popular movements The popular movements have set uptheir own schools to train mem- bers, elected representativesand employees. In-residence courses of varying length are offered,for example in connectionwith weekend conferences on a movement' s currentproblems; or they may be training courses of one or twoweeks for organizers andadminis- trators; or special coursesof up to three months foradvanced training of officials and electedrepresentatives. Among the operators of thesespecial schools are LO(the Confedera- tion of Trade Unions) and itsmember unions, politicalparties, con- sumer cooperativesand organized farm groups. Although the special schools arelargely concerned with theinternal problems and conditions of their parentorganizations, their pro- grammes do contain aconsiderable element of generaleducation. There are survey courses oncurrent social problems,international issues, environmentalproblems, and aspects ofculture. These schools do not receivepublic support. However, their capac- ity is not large enough toaccommoe.qe all the in-residencetypes of programmes which the popular movementsneed. As was mentioned earlier, the premises of folkhigh schools are frequentlyused by the popular movements fortraining purposes. The educationalassociations Overview A general introduction tothese groups was given inthe opening chap- ter, and a list of theapproved educational associationsis given on page 32. To some extent, of course,the associations competewith one another. By the very nature ofthings, each exercises itspersuasive talents to enlist maximum participationin its own programmes.However, they have set up their owncoordinating body, theCollaborating Educational Associations (SamverkandeBildningsfarbunden) to deliberate matters . '

- 18 - of mutual interest and toforge a common stand on importantconcerns involving external relations.The Collaborating EducationalAssocia- tions are managed by a board onwhich each approved educational as- sociation has one representative.The board is served bycommittees for consultation in certainfields, such as music, theatreand art. A separate committee,known as the Pedagogical Board, passeson the quality of study materialsand qualifications of teachers,defines the scope of subject matter,and handles other matters ofmutual concern for memberassociations. The CollaboratingEducational Associations also administer afolk high school, jointly sponsored by the associations, whichconcentrates on the trainingof leader- teachers, especially for the studycircles. Apart from this school, the Collaborating EducationalAssociations have no activities of their own, nor do they employ apermanent staff. Representatives of the educational as s ociations also confer with officials of the Board of Education atthe regular conferences ar- ranged by the latter' s AdultEducation Division. A general consensus obtainsbetween the educational associations as regards theirmethods and forms of activity.On the other hand, their programme policy andsubject offerings show greaterdiffer- ences. As wasobserved for the folk highschools,policy is largely determined by the objectivesof the popular movementwith which an association is affiliated.The associations also differin regard to the people who participatein their activities. The most important types ofassociation activity are studycircles, lectures, in-residence coursesand leisure groups for youngpeople. In the past several associations rancomprehensive library ser- vices, but these are graduallydiminishing as the public libraries have taken them over. Inaddition, most associationsconduct "extra-curriculum" programmesdesigned to reach new groups of people who have not taken previouspart in adult educationwork. - 19 -

Study circles Definition A study circle is officiallyand generally defined as a groupof comrades who meet to pursue commontheoretical and practical studies of a fixed and limitedsubject on the basis of apredeter- mined plan of study. All three essentials of a studycircle are present in thedefinition. First, the element ofcamaraderie or fellowship, whereall meet on equal terms.Second, the choice of a particularand limited subject. And third, the pursuitof studies in observance of aplan. Ever since the first studycircles in the modern sensebegan to work at the beginning of the presentcentury, these threeelements have crystallized and retaintheir validity for all types ofstud-y circles throughout the country. The study circle is a convergingpoint for common endeavorand fellowship. It is made up of interestedpeople from the local com- munity who regularly give oftheir spare time to study, in conver- sational form, a subject of their ownchoosing. Of crucial impor- tance for the spirit inwhich meetings are held and theresults they achieve are the equality of membersand the active participationof all. Among other things, this meansthat the leader of a studycircle shall act and comport himself asprimus inter pares. Many study circle leaders arenot teachers by profession.However, circles which study skill subjects orwhich specialize intentlywill bring in professional teachersfrom academic or businesslife. To carry out theirduties as leaders of studycircles, all these catego- ries require special training;the educational associations run a school for this purpose(see under In-residence courses,beginning on page 25). Owingto the large numbersof leaders who lack special training, more and moreimportance has had to beattached to the use of teachingaids for study circles.Accordingly, a great deal of work has gone into theimprovement of syllabusesand manuals. This matter will be elaboratedunder Procedures (page 20). 1

A few more points to make clearer how studycircles operate: They hold their meetings during the spare time of members,usually once a week for two hours at atime. Every study circle shall have at least five members (10 is the presentaverage), and they must meet at least 10 times to study the subjectof their choice, making a total minimum of 20 hours of study. The averagelength of a course is about 30 hours at the present time. When a course is completed, the members maydisband or, after a period of vacation, they may reconveneto pursue either more advanced studies in the same subject or begin anothersubject.

Procedures The procedures used in study circles arehighly varied. No attempt is made to standardize them, nor is thisdesired. That would vio- late a basic concept of Swedish adult education.Each study circle should adapt its work to the interests of members, aswell as to their capabilities, experiences, wishes andneeds. Certain qualities, however, are common to allcircles. Their work is conducted with reference to study literature inthe form of printed materials, which nowadays are increasinglyamplified by audio-visual aids: film strips, tapes, records, flannelboards, etc. The printed materials are designed as systematizedlearning guides and furnish members with the factual data they need tobroaden their knowledge of a subject. Their contents shall be such as tomaintain interest and induce self-activity, lead up toquestions which mem- bers can discuss on the basis of the factual dataprovided and, where- ever pof,sible, relate to theirexperiences as adults in different walks of life. As a matter of 1 nurse, the subject matterof printed mate- rials shaft be presented ,bjectively; the idea is not to serve mem- bers with ready-made opins, but with theknowledge and breadth of view they need to form their own opinions. Thematerials shall be modern in their typography and makeliberal use of illustrations, both to reinforce what is learned and to lighten thetext. deferences shall be made to other sources: to books obtainablein a library, to

, , - 21 - persons and institutionswho can help clarify thesubject of study, or to morespecialized individual studies andother ideas for team- work. Further, suggestions aregiven for home-study between meetings of the circle. All these requirements are meantto help train members tomake fruitful use of the study literature.At the same time it encourages members to exchange views atmeetings and to work on thematerial between meetings, either alone orin groups. The literature is variouslydesigned according to its purpose.It may be no more than aconcise plan of study based on aset of books or a commerciallyavailable textbook on a specificsubject. In the majority of cases, however,study circles work fromspecially printed manuals or handbookslaid out along the,lines of a corre- spondence course. This type ofmaterial is further treatedunder Correspondence schools on page28 The leader' s role is acoordinating one. It is up to himto spur discussion at circle meetings, seeto it that all members getthe chance to contribute to the bestof their ability and to expressdif- ferent opinions, and ensurethat tolerance and willingnessto listen mark the spirit of the circle. While in session, a study circleis entitled to two "expertvisits". On these occasions aprominent specialist in thefield comes to answer questions putby the members, makessuggestions for further study, or reviews aspecial aspect of the subject.These visits are meant to supplementthe work of the leader andthe con- tents of printed materialsand other aids employed. Because of the way in whichstudy circles are organized,members add not only to theirknowledge, but also learn to getalong together, to overcome preconceivednotions, perfunctory habitsof thought and prejudices, and to gain moreunderstanding of the otherfellow' s point of view. The procedures describedabove are certainly oneexplanation of why the study circle is sopopular in Sweden. Whenproperly used, - 22 - they enable members todevelop self-activity, improvetheir verba- lizing ability, and to workin meaningful associationwith people of similar interests. Thestudy circle thus helps breakthe isolation so stronglyfelt by many people intoday' s industrialized society.

Subject offerings Study circles offer wideopportunities for instruction. Manyconcern themselves with subjectswhose purpose is to add toand enlarge on the knowledge previouslyacquired in the elementaryschool or from other sources. Chiefemphasis here is onSwedish, foreign languages, mathemalics and natural science. Another major subject groupconsists of civics, international pro- blems, welfare issues andeconomics. A third group ofbroad range takes in literature, art,theatre, music, arts andcrafts, and other aspects of estheticeducation. As was indicatedearlier, the role accordedthese subject groups varies from one educationalassociation to another. Theobjectives of their parent organizations,the popular movements,will deter- mine the subjects stressedby the associations intheir efforts to enroll participants, thesize of their investmentin new study litera- of ture and teachingaids, and the emphasis toput on their training leaders. A few general tendencies areworth noting under thishead. The study War II. of foreign languageshas grown in scopesince the end of World This is explained by thelimited currency of theSwedish language, the greater penchant ofSwedes for foreign travel inthe wake of higher living standards,and the growing influx offoreign visitors to Sweden. Thedesirability of knowing a foreignlanguage is cer- tainly enhanced by filmsand the broadcastingmedia. Although the compulsory school now givesbasic courses in a coupleof foreign languages, many personsof mature years did notlearn them when they went to school andhave turned to adulteducation to make good the deficiency. .1171.-71-wn7F.t.pmFmrt7+9,nmr,MINTM,R,TTPAT,

- 23 -

Interest in public affairs,welfare issues, internationalproblems and economics is growingfrom year to year, though notat the same pace as inother subject groups. The sharpest rise in numberof study-circle membersis shown by the esthetic subjects.Heightened interest in drama,music and the arts undoubtedlyreflect the nation' sincreased prosperity: large sections of the community nowenjoy greater leisureand affluence. They seek out meaningfulexperiences in fields whichused to be reserved for the well-to-do.The educational associationsalso make great efforts tooffer esthetic studies as analternative to the commercialized entertainmentwhich permeates so muchof our leisure today. Curiously, little interestis shown in history.Just why this subject should rank so low inappeal is something whichdefies ready expla- nation. One reason,perhaps, is that Swedenlives on the periphery cf world events, byvirtue of non-involvementin war and political conflicts plus the accidentof geography, which mayaccount for a .,:riuspread provincial orisolationist attitude. In any event,attempts to make history moreattractive in study materialshave so far met with little success, and atask for the future will be tofind ways anri means forsuitable presentation ofthis subject. A tabulation of thesubjects offered by studycircles is given on pa.,e 36.

Enrollment Each year more than onemillion people completework in 100, 000 study circles arranged bythe 13 approvededucational associations. It should be pointed outthat there is someoverlapping in the attend- ance figure, since manycircles convene for only oneterm, after which its members enrollfor a second term either tostart another subject or to continuestudies in the same subject.As a rough esti- mate, however, oneof every ten adult Swedesattends a study circle every year. - 24 -

A wide age range isrepresented, but we do notknow its exact dis- tribution because completestatistics are lacking. Theminimum age for admission to astudy circle is 14,but except for music courses the numberof members between 14and 18 is relatively small. Generally speaking,the majority range in agefrom 25 to 40. In consequence ofspecial measures taken bythe educational associations, however,large groups of pensionersand of young people under 25 have beenbrought into study-circlework. The men and women areabout equally divided.As recently as ten years ago or so, womenwere very muchin the minority. Butwith every passing year moreof them have been enteringthe study circle, attracted chiefly by foreignlanguages and estheticsubjects, with the public affairs-socialwelfare group of subjectsrunning a good second. A table showing numberof study circles and theirenrollments within the 13 approvededucational associationsduring the 1963-64 season is shown on page 38.

Grants-in-aid 1947 was a milestone inthe history of studycircles when the Riksdag voted to make themeligible for grants-in-aid.The award of these funds is tied to certainconditions of a formal nature.To receive a grant-in-aid, a study circlemust have at least fivemembers, who study one subject for atleast 20 hours spread out overa minimum of 10 meetings. In addition acircle must either operatein conjunc- tion with one of theapproved associations or reportdirectly to the Adult Education Divisionof the National Board ofEducation. The association with jurisdiction over acircle must approve the study material it uses and the personwho serves as itsleader. A grant-in-aid covers75 percent of the vouched-forexpense incurred to pay for a circleleader and study materials,with the maximum contribution fixed at SKr 15 perstudy-hour. Further grants are pay- able to study circles to payfor the expert visitsreferred to above under Procedures. IP

- 25 -

In addition the educationalassociations receive a subsidy towards their administrative expensesand pedagogical work, including the production of study materials,experiments with new methods and the training of leaders for studycircles. The subsidy is divided between the associations in proportion tothe scale of their activities. The amounts of public moniesfor these purposes are shown onthe back page.

Lecture series As noted above under Lecturingactivity, the educational associa- tions cooperate in thisfield with the National AdultEducation Asso- ciation, the county educationalsocieties and the local lecturinginsti- tutes. The educationalassociations strive to tie in theirlecturing activity with the work of studycircles, and they particularlyfoster the type known as the lectureseries (page 34). The table on page 34 breaksdown lecturing activity conductedunder the auspices of the 13 approvededucational associations for the 1963-64 academic year.

In-residence courses The concern of educationalassociations with in-residence courses is primarily for the trainingof their organizers and administrators, and for the training of teachersand leaders in the study circles. Training programmes run forvarying length, ranging fromweekend to one-month courses. As a general rule, in-residencetraining of study-circle leaders con- centrates on teaching methodsrather than subject instruction.Parti- cipants learn how to conduct circlework and lead a group of adults, stimulate activity in the group, makethe best use of libraryservices and teaching aids, etc. The in-residence coursesoffered by the educational associations are estimated to have an annualenrollment of 10,000. Consideringthe size of study-circle activities,there is certainly every reason to enlarge the training programmesfor organizers and leaders.Al- though expansion has been checkedby limited resources of money and manpower, severalassociations have been able to augment their programmes in recent years.A further stimulus to growth came in 1964, whenthe Riksdag voted extra fundsfor the pedagogi- cal side of operations. The majority of educationalassociations also organizenational or regional conferences. Forexample, association membersfrom different parts of Sweden attendconferences on programmeplan- ning. Further, representativesof organizations, institutions, communes, etc. areinvited to conferences dealingwith topical problems in public affairs; theirchief purpose is to dwell onsub- ject areas which deserve greaterattention in adult education.

Leisure groups for youngpeople It has long been considered aparticularly urgent task to attract the younger age groups. Asalready indicated, a great manypeople under 25 take part in studycircles. Still there remainrather large groups of young menand women who, owing todisposition and back- ground, cannot be broughtdirectly into the more regularand am- bitious kind of work whichdemands intellectual activityand private study. It is to meet this aim thatleisure groups for youngpeople have been established. These groups engagein such activities as party games, sports, sloyd, hikes andoutings, and programmes areorganized to stimulate cooperativeness,tolerance and teamwork.Maximum pro- vision is made for simplerintellectual pursuits in the formof speeches and conversations based onprinted materials which do notdemand as much of the reader as thoseused for study circles. The most extensive leisure groupsare those run byeducational asso- ciations who directlycollaborate with youthorganizations of various kind. Most of the programmesare thereforeplanned and executed in partnership with theseorganizations. Grants-in-aid arepayable - 27 - for half the total expense, though at not morethan SKr 4.50 per par- ticipant plus a per capita contributionof SKr 2 towards cost of pre- mises and the like regardless of theactual costs incurred. To qualify for a grant-in-aid, a leisure groupmust have no less than five and no more than 25 members between12 and 24 years of age. Further, the members must convene to carry outplanned objectives for at least 10 meetings, spread out over 20working hours for 10 weeks. The group leader shall be approved bythe educational asso- ciation to which the group reports. It will benoted that these require- ments correspond with thoseprescribed for study circles. During the 1964-65 academic yearclose to 300,000 young people belonged to leisure groups conducted bythe approved educational associations. Similar groups are alsosponsored by other bodies, with sports clubs predominating; in1964-C:5 their programmes enrolled more than 600,000 young people.

Other programmes Given the objectives and characterof Swedish adult education as a mass movement, theeducational associations are naturallyconcerned to attract the widest sectionsof the community and inform them that this field also offers opportunities forenriched leisure. In calling attention to these "extra-curricular" aspectsof adult education, the associations work in increased mesurewith the public libraries, with the world of professional musicand theatre, and with museums and other cultural institutions.Collaboration is manifested in joint sponsorship of dramatic performances,exhibitions, concerts, visits to libraries, and so forth. Both sides benefit from this arrangement.The cultural institutions gain a greater interest in theirwork, while every sponsored event enables the educational associations topublicize their programmes of study and other activities in theesthetic fields. Although the educational associationsdo not qualify for grants-in-aid - 28 - towards these"extra-curricular" services,indirect benefit is re- ceived by virtue ofgovernmental support of culturalendeavor.

Correspondence schools Instruction by correspondenceis widespread inSweden. One of the largest correspondenceschools is privatelyowned and represents enterprises:Hermods and NKI- a merger of twopreviously separate skolan. Two schools areowned by popular movements:Brevskolan by the consumercooperatives, trade unions,white-collar organiza- tions and IOGT, theleading temperance group;and LTK, adminis- tered by the organizedagricultural interests. instruction for those who Hermods-NKI chieflyprovides individual formal education or who are wish to make updeficiencies in their pursuing technical studiestowards subprofessionalqualification. in As of the 1964-65academic year about300,000 were enrolled IIermods-NKI courses.Brevskolan and LTK aremostly concerned addition, with producingmaterials suitable for usein study circles. In while LTK has Brevskolan offerssubprofessional technical courses, vocational training coursesfor farmers. In1964-65 their enrollments were about220,000 and 40,000,respectively.

Libraries Almost Sweden' s publiclibraries are run by thelocal authorities. every commune ormunicipality has its ownlibrary, and the larger contain a child- ones alsohave branches. Themajority of libraries ren' s department. is located in each county.It At the regionallevel, a central library lends books to librariesand private personswithin the region, sends out bookmobiles,and acts as adviser tothe local libraries. Public library servicesalso extend to hospitalsand the armed forces. insti- The schools havespecial libraries, asdo a number of scientific associa- tutions. We havealready noted that someof the educational the needs of study tions have their ownlibraries, primarily to meet - 29 - circles; these are now being phased out and turned over to local authorities. The ones still in operation are run as public libraries. To a growing extent the public libraries are engaged in extension services. They arrange exhibitions and gatherings for the general public, and promote and maintain relations with educational asso- ciations and other adult education groups. Audio-visual aids are housed in special departments, many of them with separate rooms for televiewing and even cinemas. The county libraries maintain a collection of records which are lent to groups andindividuals for the study of music, foreign languages, etc. Administration of public libraries by the communes alsoentails financial responsibility. Beginning in 1965 the national government granted library subsidies designed to e-,courage localauthorities to take special measures to expand library services;the initial sub- sidy amounted to SKr 2, 000, 000.

Broadcasting No advertising or other forms of commercialsponsorship are per- mitted in broadcasts over Swedish radio and television. With three channels now available to the domesticradio services, the Swedish Broadcasting Corporation is well equipped to caterfor listeners who wish to improve their minds. Among the programmes which serve this purpose are lectures and discussions onpublic affairs and international problems, literary readings,plays and musical performances. News bulletins and analyses of current events are other examples of highly informative programmesof interest for adult education. However, the Corporation has also exerted itself topresent pro- grammes of undiluted adulteducational content. The chief contribu- tion of sound radio under this head has been inforeign languages, often taught in observance of very highprofessional standards and commanding large audiences. Over the years mostof the modern languages have been covered, with coursesboth for beginners and - 30 - advanced students. In the production of these programmes the Corporation has enlisted the active participation of adult education groups and has established a joint Adult Education Committee for this purpose. The programmes are now broadcast under the title, Adult School of the Air. Every year it presents series of from six to 12 programmes of from 20 to 30 mi- nutes each on a particular subject, chosen on the basis of a recom- mendation by the Adult Education Committee. Courses have been given in public affairs, esthetic subjects, problems of home and family, etc. Experience to date shows that group listening of educational program- mes occurs to only a limited extent. Most study circles who plantheir work around an Adult School of the Air course arrange to have mem- bers listen to the broadcasts individually, after which they meet for further discussion of the subject with reference to the instruction book- lets published by the Corporation. Different ways of org nizing broad- cast courses are now being experimented with in an effort to find a definitive and ideal form for them. The Corporation also allows air time to adult educators for orienting listeners to the current programmes of educational associations and other groups in the field. A significant role is played here by the growing emphasis on n-gional as opposed to national broadcasts. The regional programmes give adult educators the opportunity to bring listeners abreast of what is going on locally. Of particular interest is the university course in political science broadcast during the winter of 1964-65 under the joint auspices of the Corporation, Stockholm University, and adult educators. This was the first time lectures were given atuniversity level over the air. The experiment was a huge success, with 6,400 listeners for- mally enrolled. Joint provision was also made to have the partici- pants meet in regional seminars after the course, where the essays they had elected to write were reviewed. The course aimed tosatisfy the initial requirement (based on the point system of Swedish univer- sities) for proficiency in political science. Special measures had been - 31 - taken to permit the participation of persons wholacked formal qua- lifications for study at university level. Theexperiment continued in 1965-66 with a similarly organized coursein international poli- tical science. At present Swedish television is confined to asingle channel, which leaves little room for straightforward adulteducation. Even so, the newscasts, plays, concerts and art programmesput on by Swedish TV are good illustrations of how it helps to furtheradult education by virtue of its general programme policy. A Parliamentary Committee on Broadcasting,which completed its inquiry in 1965, has recommended a considerableexpansion of adult education programmes as well as increasedcollaboration with orga- nizations in the field. 1965

*Sven-Arne Stahre is Director of Studies of theSwedish Workers' Educational Association since 1952 and is also President of the International Federation of Workers' Educational Associations.

Translated by Rudy Feichtner.

Me. - 32 -

LISTS AND TABLES

The approved educational associations The associations listed below are thosewhich currently qualify for grants-in-aid from the national government.

Workers' Educational Association (Arbetarnas Bildningsforbund, ABF) Founded in 1912 Sponsors: 18 national organizations in orallied with the labor movement. Swedish Blue Ribbon Educational Association (Blabandsrorelsens Studieförbund, BSF) Founded in 1947 Sponsor: Blue Ribbon, a Christian temperancemovement. People' s University (Folkuniversitetet, FU) Founded in 1947 Sponsors: National Federation of LecturingAssociations and university departments of extramuralstudies. Non-Conformist Educational Association (Frikyrkliga Studieforbundet, FS) Founded in 1947 Sponsors: 11 national nonconformistorganizations. Good Templars' Educational Association (IOGT:s studieforbund) Founded in 1894 Sponsor: Order of the Good Templars, atemperance organization. National Educational Association for theY. W. C.A. and Y. M. C. A. (KFUK-KFUM:s studiefOrbund) Founded in 1929 Sponsors: Young Women' s ChristianAssociation and Young Men' s Christian Association. Liberal Educational Association (Liber ala studieförbundet, LiS) Founded in 1948 Sponsors: Organizations of theLiberal Party; the Swedish Union of Liberal Students. National Order of Templars'Educational Association (NTO:s studiefarbund) Founded in 1922 Sponsor: National Order of Templars, atemperance organization. a

- 33 -

Young Farmers' Association (Studieframjandet, Stud. F.) Founded in 1918 Sponsors: Agriculturalorganizations of young people. Educational Association of theCitizens' School (Studieforbundet Medborgarskolan,SFM) Founded in 1940 Sponsors: Organizations ofthe Conservative Party,the Swedish Union of ConservativeStudents, and the SwedishYouth Circle for Local C ulture. Swedish Rural EducationalAssociation (Svenska Landsbygdens StudiefOrbund,SLS) Founded in 1930 Sponsors:National, economic,and labor organizations inagriculture; the Swedish HomesteadSociety. Swedish EcclesiasticalEducational Association (Sveriges Kyrkliga Studiefärbund,SKS) Founded in 1930 Sponsors: National and districtorganizations in the established Lutheran Church. Salaried Employees' EducationalAssociation (Tjanstemännens Bildningsverksamhet,TBV) Founded 1935 Sponsor: TCO, the CentralOrganization of SalariedEmployees.

The CollaboratingEducational Associations(Samverkande Bildnings- fOrbunden) are a joint centralorganization with whichthe 13 approved educational associations areaffiliated. members, the CollaboratingEducational Associa- On behalf of their for study leaders andconferences on tions arrange common courses submit opin- current problems, makerepresentations to authorities, ion and comment onproposed legislation, etc. - 34 -

Lecturing activity 1963-64

Lectures supported by ABF BSFFS FU IOGT KFUK- LiS grants-in-aid 1963-64: KFUM

Religion, philosophy 12 2 6 7 - - 18 - Psychology 289 15 58 80 17 16 14 Adult and other education 312 16 62 5 53 14 10 Languages 203 79 21 - 26

Literature 196 55 9 45 19 1 1 Art 334 6 - 29 17 8 16 Arts and crafts 21 - 3 - 59 Theatre 88 20 130 4 - Cinema 51 - 9 1 2 - - Music 264 23 85 42 59 54 20 Archaeology, history biography 71 9 3 1 2 - Ethnography, local history 88 - - 6 1 2 Geography 147 3 7 11 5 Sociology 283 5 12 15 20 2

International issues 282 1 3 46 13 - Rules of order 329 19 8 18 Law and government 529 - 6 3 Social welfare 398 17 2 2 Labor relations 704 Popular movements 164 - 3 4 11 2 Technology, industry, communications 136 4 8 Economics 6 16 6 2 10 Home economics 89 4 2 - Agriculture, etc. 18 - Natural science 24 - 25 17 - Medicine 119 5

Sports 7 1 6 1

Total 5. 776 135 310 548 503 133 122 - 35 -

Lecturing activity 1963-64(cont.)

Lectures supported by NTOStud F SFM SKS SLSTBVTotal grants-in-aid 1963-64: 439 Religion, philosophy 332 8 - 171 1, 06 7 Psychology 9 - 4 353 41 Adult and other 24 771 education 16 10 22 212 15 6 4 12 Languages - - 24 14 39 1 364 Literature ?. 17 16 71 7 13 58 560 A rt 1 1 124 Arts anc crafts 8 30 - 2 432 Theatre 91 6 55 28 10 - 122 266 Cinema - - 5 11 840 Music 25 15 1 236 Archaeology, history 27 202 biography 8 21 33

Ethnography, local 17 2 140 history 2 1 6 15 45 260 Geography - 3 27 12 405 Sociology 10 - 35 16 7 397 International issues 14 - 3 20 15 - 439 Rules of order 5 5 40 15 692 Law and government - 7 31 40 76 463 Social welfare - 3 2 22 7 10 Labor relations 66 6 7 837 19 1 Popular movements 2 - 5 - Technology, industry, 224 communications 3 2 24 47 - 800 Economics 26 - 140 Home economics - 26 25 15 16 1 Agriculture, etc. - - - 104 122 114 Natural science 31 2 1 10 4 193 Medicine - 2 45 10 12 35 Sports 16 4 - - - Total 192 70 2561, 508 695 702 *Grants-in-aid to lecturingactivity amounted to SKr2,100,000 during the 1963-64 academic year. 1963-64 SubjectsSubject offered groups: by study circles Numbercircles of ABF BSF 53 3, 582FS FU 22 IOGT 204 KFUMKFUK- 322 LiS 94 N TO 150 Religion,Literature,Languages philosophy, art, psychology 19,11,14, 934603 234 6,4, 874 526 622 115 41 217 52 4, 838228 1, 594 281 222 51 1, 344086 836702127 History,MusicLaw and geography government theatre, cinema 21, 48113, 458 1, 471 8,7, 741337 351 204 4633 2, 998148 10 4355 6 1, 1,170 103 98 398 62 1 431624462 279 58 EconomicsTechnology, and industry, businesscommunications 11, 8674, 480 4,1, 638 053 3457 13 1 111 98 431344 3418 282 60 658 5 NaturalTotal science, medicine, sports 105, 7, 023 551 35, 1, 369 511 600 17 7, 154133 5, 469 6 8 5, 650875 1, 170 62 3, 510127 2, 447172 circles 1963-64 (cont. ) SubjectsSubject offeredgroups: by study SFM 154 SKS SLS434 Stud F 195 TBV 176 Total23, 216 Religion,Literature,Languages philosophy, art, psychology 2,1, 981071 5, 972605779 1, 28289 1 235280 3, 1, 767081 39,28, 868468 History,MusicLaw and geography government theatre, cinema 542814 63 3, 665262133 1,1, 028090180 1, 659169 62 695643 46 42,26, 2, 962916943 EconomicsTechnology, and industry, communications 1, 082731 304 35 2, 892320 1, 282325 1, 22885 1 23, 8, 960734 NaturalTotal science, businessmedicine, sports 8,1, 602164 12, 424669 8, 674188 5, 1, 336129 9, 789276 14, 046 Study-circle activity 1962-64 (all circles) ABFEducationalassociations Circles34,1962-63 419 35,1963-64 511 Members332,1962-63 216 332,1963-64 488028 875,Hours1962-63 811 16, 500 of 907,1963-64study 15, 210340 BSFIOGTFUFS 4,5,7, 684834409397 5,7, 468600875154 60,43,94, 6, 415421763120 51,58,95, 6, 598039545 142,169,127, 516477 644 16141,163, 1, 255248167 NTOLiSKFUMKFUK- 2,3,1, 056534270 2,3,1, 447510170 230, 1,15, 455757188 20,33,16, 473565716 68,78,31, 66 CS069 1 1 69,88,32, 681471910 SKSSFMStud F 12, 4,7, 852723072 12, 8,5, 424602326 132, 84,37, 49792375 1 149, 41,89, 800967360 301,198,127, 800 403234 2276,224, 17,144, 943828921265 SLSTotalTBV 101, 8,7, 994961155 105, 9,8, 276551188 1, 018, 65,93, 598853904 1, 059, 65,95, 641820040 2, 212,579,229, 776 256284 2, 257,700, 942733 Study-circleEducational activity 1962-64 (circles receiving Members grants-in-aid) Hours of study ABFFSBSFassociations 32,Circles1962-634, 684821843 34,1963-644, 600242202 315,1962-6365, 6, 814475537 318,1963-6458, 6, 482019028 839,1962-63122, 16, 641500854 110,876,1963-64 15, 204210549 IOGTKFUK-FUKFUM 4, 856642880 5, 992714160 55,41,10, 607579705 49,54,12, 627252758 122,125, 22, 290339575 157,132, 26, 896459001 StudNTOLiS F 4,2,3, 646051171 5,3,1, 283967510 36,30,17, 844455164 41,33,16, 565492396 125, 58,78, 86085408 1 199,143, 88,56, 910835304196 SLSSKSSFMTBV 6,7,7, 987552548788 8,7,7, 86446213260 1 64,80,699, 1, 466803385753 82,64,98,70, 6652 19029033 201,202,200,173, 944898885330 221,211,18 1, 838056956 Total 88, 469 92, 468 886, 567 905, 952 2, 291, 051 2, 421, 4 14 ii - 40 -

1963 enrollment in publicly supported folk hi h schools Figures refer to courses begun in 1963. First year Second year Men Women Men Women otal, whereof women 2,596 3,456 2, 0612, 759 10, 872 6, 215 In addition about 2, 000 pupils attended short-term special courses under the auspices of the folk high schools. Statistics are lacking on enrollments in folk high school courses or- ganized by the popular movements and other bodies.

Grants-in-aid to folk high schools in the 1963-64 academic year Towards operating expenses (teacher salaries, etc.) SKr. 26,450,000 Scholarships and study aid to pupils SKr.7,235,000 In 1964-65 grants-in-aid toward operating expenses came to SKr. 36,700,000,while approximately SKr. 7,500,000 was granted for scholarships and study aid.

Grants-in-aid to approved educational associations for the 1965-66 academic year: Towards organizational and administrative expensesSKr. 3,000,000 Towards pedagogical activity SKr. 3,000,000 Towards study-circle activity SKr.33,000,000 Towards the activities of leisure groups for young people SKr. 8,000,000 (This money is also distributed to other bodies than educational asso- ciations which organize similar groups - see page27.) ERIC Clesringhouse

,)

DEC 1 1 1968 on Adult Luucation 26r., ,,TVI,T,M.00171

Arctic circle

Sweden is situated in the easternhalf of the Scandinavian peninsula. It is thefourth largest country in Europe, with asurface area nearly twice that of Great Britain andsomewhat larger than that of California. Almost 1000miles from tip to toe, it presents a wide variety oflandscape. The fertile, gently undulating plains of thesouth are a complete contrast to the barren mountainslopes and glaciers of the far north, with its Arcticvegetation. Sweden's hiohest mountain isKebnekajse, 2117 meters (6942 ft. above sealevel). In between lie great forests broken bythousands of lakes and rivers. The Gulf Stream off the westerncoast of the peninsula gives a climate that Is verymild for the northerly latitude. Sweden is widelyknown for its "sunlit nights" but touristsshould remember that it is only in the small area abovethe Arctic Circle that the sun for two months in the summer shines all round the clock. Swedenhas a population of 7.7 million, which means an averagepopulation density of 46 persons per square mile.The capital, Stockholm, with its suburbs has a populationof 1.1 million. di STOCKHOLM Sweden is a constitutional monarchy, amember (since 1946) of the United Nations,of OECD, GATT, and other international organizations.In the 1950's. Sweden joined with Denmark,Norway, Iceland and later Finland to form the NordicCouncil. In 1960. GOTHENBURG the EFTA agreement was signed inStockholm. The language of the country isSwedish, which has a great deal in commonwith Norwegian and Danish. Norwegians, Danes, and Swedes can talk toeach other eacn in their respective languages.The Swedish monetary unit, the krona, isroughly one fifth of the U.S. dollar and one fourteenthof the MALMO English pound.

Arctic circle .1Nraw MINIM eamMIN ,

Stockholm 3, Sweden. E.981966 Em.08 Printed by dia. Sy.r-lish Institute,